Full Length Research Paper

A shift of higher educational paradigm with scientific development from isolation to integrative/holistic global education in the twenty-first century.

Young-Gil Kim

Handong Global University >> President of Handong Global University, Chairman of the Committee on Science and Technology, Presidential Advisory Council on Education, Science and Technology, Republic of Korea. E-mail: ygkim@handong.edu 

Received 02 March, 2010; Accepted 04 May, 2010

Abstract 

We moved from the Newtonian physical world of the industrial age to Einstein’s relativistic/quantum physical world of the twenty-first century. In the Newtonian science of theindustrial age, where space, time, and matter were regarded as separate and non-integrated, our educational methods were based on non-integrated disciplines focused primarily on transmission of fragmented knowledge. However, in the information society of the 21st century,universities and students alike have called out for a whole-person education based integratingdifferent academic disciplines. The integrative holistic education paradigm resembles and parallels the integration of space-time-matter/energy in the universe. The three essential attributes of integrative-holistic education for the interconnected universe of the twenty-first century are:“globalization”,the movement from finite-borders to infinite-borderlessness,“humanization”, human advancement beyond materialism, and “futurization”, an emphasis on future-eternal values rather than immediate results. The direction of the twenty-first century education must transcend mere economic considerations and incorporate deeper dimensions of morality and spirituality for achieving global peace and prosperity in the twenty-first century.

Keywords: Integrative, holistic education, quantum physics, globalization, humanization, futurization